Effective Nutrition Education

Effective Nutrition Education Provide information about nutrition  Teach skills- how to  Change attitudes  Change behavior  Nutrition education must address the target audience’s needs, motivations, desires, & behaviors Nutrition Education  Learning experiences designed to facilitate the voluntary adoption of eating and other nutritionrelated behaviors conducive to health and wellbeing        Decrease consumption of foods Increase consumption of foods Shop for different foods Food label Change cooking methods Order different foods Plan different meals Teaching vs learning   Focus on helping the learner change rather than deciding what you will teach Steps to education  Assess learning needs  Balance between desired knowledge skill or behavior and current knowledge skill or behavior       Plan performance objectives that are measurable, feasible and doable in the allowed time Determine content hased on assessment and objectives Select teaching methods, techniques and materials appropriate to needs Implement interactive learning experiences to provide opportunities to practice Evaluate progress Document results Performance Objectives Helpful for planning, implementing as well as evaluating learning  Communicates outcomes of instructions, enrollment, or participation  Everyone is on the same page  Initial effort will be to determine what can be done vs teaching method or process of learning  Mager’s key to writing measurable performance objectives  Avoid vague/ambiguous verbs Learn  Know  Understand  Recognize  Have an awareness of  Become familiar with   So what? Better Performance Verbs           Choose (or select) Solve Write Identify State List Recite Apply Sort Assemble           Build Align Compare Contrast Use Perform Execute Classify Draw Construct Mager’s key to writing measurable performance objectives   Select verbs that are outcomes & action oriented The participant will:        know which foods have fat classify foods as being high in fat categorize foods as being high fat, low fat or medium fat foods explain why high fat foods should be consumed in moderation purchase low fat foods plan meals with 30% of calories from fat understand that food high in fat should be consumed in moderation Performance Objectives have 3 Parts    Performance Conditions Criterion Learner  The one who is going to perform the task The student will be able to:  The participant will:  Performance  The action the learner will do      Write Compare Describe Prepare Identify  Can be overt or covert   Is able to identify high fat foods (on a menu or verbally) Is able to plan a day’s menu with 30% or less calories from fat Condition  Describes the circumstances under which the task is to be performed.   (Given a list of 50 food cards) is able to classify foods as being high fat foods (Without the assistance of a Nutrition Education assistant) is able to plan a menu moderate in fat  Every objective does not need to have conditions, but what performance is expected must be clear Criterion  The standard which the learner must meet (time, accuracy, quality) Is able to make healthy food choices (90% of the time)  Is able to calculate the carbohydrate in diabetic diet (within 5 grams)  Is able to substitute foods on a diabetic menu (using CHO counting)  Learning domains are categorized into 3 broad areas:   Cognitive domain: concerned with the intellect, knowledge and mental skills → KNOW Affective domain: concerned with attitudes, values and emotions → FEEL  Psychomotor domain: concerned with physical skills → DO Cognitive Domain Evaluation Synthesis judges the value of information builds a pattern from diverse elements separates information into part for better understanding Analysis Application Comprehension Knowledge applying knowledge to a new situation; can use information in a concrete setting understanding information; can use the infomration recall of information Image from: http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm Cognitive Domain  Verbs used in objective setting   http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm http://www.gsu.edu/~mstmbs/CrsTools/cogverbs.html Cognitive Domain Objectives       Knowledge: List the types of fat Comprehension: Explain the characteristics, advantages, and disadvantages of the different types of fat Application: Calculate the amount of various types of fat from a list of foods. Analysis: Analyze case studies to determine a diet for meeting the needs for various disease states Synthesis: Plan various types of diets to meet the needs of different people and disease states. Evaluation: Evaluate diets available for various types of disease states Cautions for writing cognitive obj.  Behavioral verb can be used in a different context to indicate another level of learning Compile a list of (Could be synthesis or knowledge level)  State in your own words (Comprehension because it involves explaining, not reiterating which would be knowledge)  Affective Domain Internalizing Values behavior which is controlled by a value system Organization organizing values into order of priority Valuing the value a person attaches to something Responding to phenomena Receiving phenomena taking an active part in learning; participating an awareness; willingness to listen Image from: http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm Affective Domain  Verbs used in objective setting  http://www.gsu.edu/~mstmbs/CrsTools/affverb s.html Sample Affective Objectives      Receiving: Focus attention on instructions on a diabetic diet Responding: Is willing to read diet materials with interest and ask questions Valuing: Choose a nutritious meal from the cafeteria line Organization: Adapt behavior in a wide variety of eating occasions Characterization: Select only those foods permitted on the diet almost all the time Cautions for writing affective obj.  Affective Objectives at the receiving and responding levels are often indistinguishable from learning experiences  Objectives at the knowledge and comprehension level of cognitive domain are often more appropriate that those at these levels of affective domain   Evaluation of objectives in the affective domain is often highly subjective Affective change may take longer than cognitive change Psychomotor Domain Origination Adaptation a learner's ability to create new movement patterns a learner's ability to modify motor skills to fit a new situation Complex Overt Response Mechanism the intermediate stage of learning a complex skill the ability to perform a complex motor skill the early stage of learning a complex skill which includes imitation a learner's readiness to act the ability to use sensory cues to guide physical activity Guided Response Set Perception Psychomotor Domain  Verbs used in objective setting  imitate, follow instructions, manipulate, (skillfully) demonstrate, practice, carry out, perform, adjust, produce, utilize, operate, incorporate, compute, administer, construct. Psychomotor Objective Examples     Perception: Is able to recognize a need to learn how to use a crockpot Guided Response: Is able to practice the steps for using a crockpot under supervision Mechanism: Is able to prepare a stew using the crockpot properly Complex Overt Response: Is able to demonstrate considerable skill in using the crockpot with various foods  Bad: The students will learn about objectives. Better: The student will construct well-written performance objectives. Best: Without the use of notes, students will construct well written performance objectives containing all three components: student behavior, conditions of performance, and performance criteria. What do you think? student will properly define the different categories of foods and what groups different foods belong in. 2. The student will identify the nutritional value of foods in every food group. 3. The student will select foods that would be beneficial to their health and what foods would be detrimental. 4. The students will go through food magazines and cut out examples of foods from each of the respective food groups. 1. The Let’s practice  Divide into groups by day of birth           1-3 = Group 1 4-6 = Group 2 7-9 = Group 3 10-12 = Group 4 13-15 = Group 5 16-18 = Group 6 19-21 = Group 7 22-24 = Group 8 25-27 = Group 9 29-31 = Group 10